It has been uoge ted in different research articles that academic performance is equallyrnillfluenced by lion -cognitive variables as it is so by the cognitive ones. The present studyrnhas intellded 10 ee whether non-cognitive factors such as achievement motivation, selfesteemrnand learning 'lyles do have an influence on students' mathematics and physicsrnachievement. Information concerning the variables mentioned was collected usingrnachievement motivation, self-esteem and learning styles questionnaires fromrn0(109) W. 'DP-supported and (108) WSDP-not supported sample of Wukro high schoolrnludellts. Three el7lester average academic achievement of each student was collectedrnfrom the re orc! offi e of the school. The obtained data were analyzed using t-test,rncorrelation, multiple and step-wise regressions. Significant difference in academicrnachievement motivation, mathematics and physics achievements was reported betweenrnoro ups . WSDP-not supported students have better achievement motivation and achievernhetter in academy. But no significant self-esteem difference was reported even though thernmean of WSDP-non supported students is slightly greater than the supported students.rnAchievement motivation and self-esteem contributed to the prediction of mathematicsrnachievement but achievement motivation was the only significant contributor for physicsrnachievernent. While the learning styles-visual, auditory and kinesthetic were notrnignijicant predictors of both mathematics and physics achievements and were removedrnfrom the regression equation. Since the obtained results convey a message torneducationalists, implications are suggested as directions for further research